Recent news highlighting declining test scores across Michigan has prompted policymakers and community leaders to seek solutions, with attention turning toward Detroit. While proficiency and absenteeism rates in Detroit are acknowledged as areas needing improvement, these figures do not fully capture the progress Detroit's schools are making. Measures that more directly assess the impact of these institutions present a different picture regarding student advancement.
Academically, data from Stanford University’s Educational Opportunity Project reveals significant strides within the Detroit Public Schools Community District (DPSCD). Students in grades 3-8 demonstrated an average improvement of 1.2 grade levels per year in both math and reading. This indicates that DPSCD students learned approximately 20% more per year compared to the national average. Consequently, the district was ranked above the 90th percentile for academic growth among more than 8,000 districts nationwide.
Further research focusing on attendance tells a similar story. Utilizing statewide attendance data, this research estimated the specific impact of each school in Michigan on student attendance, while also accounting for differences in student populations. The estimates show that, on average, a Detroit student attended about nine more days than they would have at a typical Michigan school. Additionally, Detroit students have successfully recovered to their pre-pandemic attendance levels. In contrast, students across the rest of Michigan are, on average, still missing more days of school.
These findings suggest that Detroit schools are "going above and beyond what most schools in Michigan are doing," and the observed improvements underscore the effectiveness of their efforts. However, the outcomes for Detroit students are still not at the desired level. This situation clearly signals that government and community leaders beyond the school system have a crucial role in enhancing the conditions for young people outside of school. Ensuring young people are prepared to thrive in Michigan requires a collective commitment, necessitating stable housing, quality jobs, reliable healthcare, and accessible transportation for families.
The city and state governments have opportunities to further support students and their families by ensuring stable and affordable housing, access to healthcare, and safe neighborhoods with economic opportunities. Mayor Mary Sheffield’s administration has already begun taking increased responsibility for the success of Detroit students by improving conditions designed to help young people attend and succeed in school. Recent initiatives include the establishment of an Office of Youth Affairs, intended to coordinate efforts between city schools and various city agencies. Other programs provide free public buses for K-12 students, complete with bus ambassadors to address safety concerns. The administration has also increased funding for out-of-school programs and made vaccination services and health screenings more accessible.
Building upon these existing efforts, the city could consider additional actions. For instance, reviewing public bus stops, schedules, and routes could help ensure that more students have access to transportation to reach school. The city might also explore instituting a ban on evictions for families with children during the school year, drawing inspiration from Seattle’s approach. Furthermore, investing in coordinated case management services that link schools with the shelter system could provide vital support to vulnerable families.
At the state level, lawmakers are encouraged to examine how resources outside of the education sector can be better utilized to support students and their families. Minnesota’s legislative study group offers an example, having identified student transportation, community support, and intergovernmental coordination as key areas for potential legislative action. Michigan could initiate efforts by coordinating existing services and pinpointing specific areas where families still lack adequate support, followed by targeted investments to close these identified gaps.
The progress demonstrated in Detroit offers valuable lessons for improving both academic achievement and attendance across the state. Detroit’s educators are clearly fulfilling their part. It is now incumbent upon policymakers to match this dedication by ensuring students are provided with the necessary conditions to attend school and ultimately succeed.
